Teacher Education in India:

Secondary level
• It is well known that the quality and
extent of learner achievement are
determined primarily by teacher
competence, sensitivity and teacher
motivation

• The National Council for Teacher

Education has defined teacher education
as a programme of education, research
and training of persons to teach from
preprimary to higher education level
• Teacher education refers to the
policies and procedures designed to
equip prospective teachers with the
knowledge, attitudes, behaviors and
skills they require to perform their
tasks effectively in the classroom,
school and wider community
• Teacher Education =
Teaching Skills + Pedagogical theory
+ Professional skills
Definition and Meaning of
Teacher Education
• Good‟s dictionary of Education
defines Teacher Education as “All
formal and informal activities and
experiences that help to qualify to a
person to assume the responsibility
as a member of the educational
profession or to discharge his
responsibility most effectively”
• Teacher education refers to the
policies and procedures designed to
equip prospective teachers with the
knowledge, attitudes, behaviors and
skills they require to perform their
tasks effectively in the classroom,
school and wider community
• Teacher education, any of the formal
programs that have been established
for the preparation of teachers at the
elementary and secondary school
levels
Objectives of Teacher
Education at Secondary Level

• Possess knowledge of first and second

language, mathematics, topics related to
social and natural sciences

• Develop skills to identify, select and

organize learning experience pertaining to
subjects mentioned above and also the
skills to conduct them
• Possess theoretical and practical
knowledge in respect of the child
health, physical and creational
activities, work experiences, play
games, creative art, music and the
skills to conduct these activities
• Develops understanding of the major
psychological principles pertaining to
growth and development of children
under his /her care
• Develops understanding of the major
psychological principles pertaining to
growth and development of children
under his /her care
• Possess theoretical and practical
knowledge in respect of childhood
education including integrated
teacher
• Develops understanding of the major
principles of learning in formal and
informal situation

• Understands the role of the school,

the peer groups and community in
shaping the personality of the child
and also develops an amicable home
and school relationship

• Conducts action research

Development of Teacher Education
in India
• The history of teacher education in India is
as old as the history of Indian education
itself

• India has one of the largest systems

• The history of teacher education in India is
as old as the history of Indian education
itself
• India has one of the largest systems of
teacher education in the world. Education
of teachers must have been born in India in
2500 B.C.
Ancient and Medieval Period
(2500 B.C. to 500 B.C.)
• In the beginning of Hindu civilization
teaching was concerned with teaching of
„Vedas‟ Out of four classes of Hindu
society, Brahmins served as teachers of
the community devoting themselves to the
work of acquisition, conservation and
promotion of knowledge and it
transmission to posterity
• In the Vedic India, the teacher
enjoyed a special status and position.
He was held in high esteem by the
society and this was due not only to
learning and scholarship, but also to
qualities of head, heart and hand

• The Guru or the teacher was an

embodiment of good qualities, a
fountain of knowledge and an abode
of spirituality
Buddhist Period
(500 B.C. to 1200 A.D.)
• The formal system of teacher‟s training
emerged during this period
• As the importance of teacher education
was recognized it got an expansion
• The monastic system which was an
important feature of Buddhism required
that every novice on his admission should
place himself under the supervision and
guidance of a preceptor Upajjhaya
•
• The disciple would ‘choose an
upajjhaya with much care and
showed him the utmost respect

• The upajjhaya, on his part, had much

responsibility to the novice, the
Saddhiviharika
JAINISM
• Jainism word from ‘Jina’(Conquer)
• The school of religion it is much older
than Buddhism

• It repudiates Vedic authority, refuses

to believe in God and initiates a
pessimistic outlook on life

• The Universe is brought under two

categories-Jiva and Ajiva ,the
• The metaphysics is the doctrine of
meanness of reality

• Reality is unity in difference and difference

in unity

• Ignorance is the cause of bondage

• Knowledge is the act of liberation

• Right faith, Right knowledge and Right

conduct are the three jewel of Jainism
• Discipline is enforced strictly

• Jainism is a religion of self help. It

denies God. But every liberated soul
is God
• Development of the personality of the
student is the educational aim
• Jainism does not have any
predetermined absolute goals
• It believes in the development of the
self
“If you can stay positive in
a negative situation, you
win”
Muslim Period
(1200 A.D. to 1700 A.D.)
• During this period there was no formal
system of teacher training

• In the holy Koran, education is urged

as a duty and in Muslim countries,
education was held in high esteem

• Education was public affair

• The Mohammedan rulers in India
founded schools (Maktabs), Colleges
(Madrassahs) and libraries in their
dominions
• In the Maktab, often attached to a
mosque, the students received
instruction in the Koran which they
had to recite, and reading, writing
and simple arithmetic was also
taught
• The medium of "instruction was
Persian but the study of Arabic was
compulsory
• Madrassahs the course included
grammar,logic,theology,metaphysics,
literature, jurisprudence and
sciences

• The teachers teaching in the

Maktabs were mostly moulvis, but in
the Madrassahs scholarly persons
were employed
• The teachers were held in high
esteem and were respected by the
society and their students

• Cramming and memorizing were

prevalent during this period

• Analytical and inductive methods

were also used to each subject like
religion, logic, philosophy and
politics
British Period
(1700 A.D to 1947 A.D.)
• The Britishers changed the above
educational system according to their own
system, their need and philosophy

• Advanced system of education was

incorporated. Before the arrival of the
Britishers in India the European
Missionaries first started scholars and
later initiated teacher training institutions
• The Danish Missionaries established a
normal school for the training of teachers
at Serampur near Calcutta.
• In Madras Dr. Andrew Bell started the
experiment of Monitorial System
which formed the basis of teacher
training programme for the time
being
• It was used in England and known as
Bell Lancaster system
• In June 1826, the first normal school
was started in Madras under the
management and with the finances of
the British government initially it
prepared teachers for the district
schools
• Later, this normal school developed
into the Presidency College
• In 1847,in Bombay a normal school
was started in the Elphinstone
Institution and in1849, Calcutta too
had a normal school
 Thank you
END OF UNIT ONE
UNIT III COMMISSIONS AND COMMITTEES
ON SECONDARY TEACHER EDUCATION
University Education Commission
(1948-49)
• The first commission in free India,
University Education Commission, in
1948 critically scanned the existing
courses in teacher training
programme and suggested that the
courses must be flexible and
adaptable to local circumstances
• In this context, the commission
recommended that the courses
should be remodeled, suitable
schools to be used for practical
training and more time to be given to
school practice

• In 1950, the First Conference of

Training Colleges in India was held at
Baroda to discuss programmes and
functions of training colleges
• In this commission, “teacher training
” was given a new nomenclature and
it became “teacher education”
Secondary Education Commission
(1952-53)
• This commission suggested
reforming of secondary education
• It recommended that during one year
of training graduate teacher should
be trained in methods of teaching in
at least two subjects
• The practical training should not
consist only of practice in teaching,
observation, demonstration and
criticism of lessons,
• include such subjects as construction
and administration of scholastic tests,
organization of supervised study and
students societies, conducting library
periods and maintenance of
cumulative record
Ford Foundation Term (1954)
• Government of India in collaboration
with Ford Foundation appointed an
International team of eight experts in
1954 that studied in greater detail the
major recommendations of Secondary
Education Commission and
recommended that the training
institutions should organize and
conduct demonstration or laboratory
schools where experiments are made
in curriculum construction and
progressive methods of teaching are
 Pires Committee (1956)
• This committee recommended that
practical work should be given as
much weightage as the theory portion
• The examination papers should be reduced
to four as stated below
1. Principles of Education and School
Organisation
2. Educational Psychology and Health
Education
3. Methods of Teaching Two School
Subjects
4. Current Problems in Indian Education
“The first rule of education, in all lands
is never to any anything offensive to
anyone ”
-Voltaire
Education Commission (1964-66)
• The Education Commission (1964-66)
also known as Kothari Commission
showed keen interest in teacher
education
• It observed that a sound programme
of professional education for teachers
was essential for the qualitative
improvement in education at all levels
of teacher education to meet the
requirements of the national system
of education
National Policy Statement on
Education (1968)
• According to National Policy
Statement on Education (1968), of all
the factors which determine the
quality of education and its
contribution to national development,
teacher is undoubtedly the most
important
• Teacher, must be accorded an
honored place in society
• Their emoluments and other service
conditions should be adequate and
satisfactory with respect to their
qualifications and responsibilities
First Asian Conference on
Teacher Education
• This conference, jointly sponsored by
Association of Teacher Educators
(IATE) and the International Council
on Education for Teaching (ICET) was
held from 14th to 19th June 1971 at
Bangalore
• The conference recommended that
the programs of school education and
teacher education in each country
should be modified to meet the new
challenges
 National Commission on Teachers–I
(1983-85)
• In National Commission on Teachers – I
(for school teachers), a four year training
course after senior secondary, or preferably
a 5 year course leading to graduation and
training is recommended
• For elementary teachers it is desirable to
have a two year training course after Class
XII
• The integrated four year curriculum for a
degree in education should consist of
general education and professional
preparation
• Training curriculum for elementary
teachers should emphasize on
mastering of language and
communication skills
• The teacher educators in colleges of
education should be drawn from
disciplines of various school subjects
and educational disciplines like
psychology, sociology, philosophy etc
•
• The minimum qualification for a
teacher educator should be post-
graduate degree in the subject and a
B.Ed., preferably a M.Ed. Degree
• The minimum qualification for a
teacher educator for the elementary
training institutes should be a post
graduate degree with B.Ed. Training
• This commission also suggested that
the practice teaching should be
replaced by the word “Internship
The National Policy of
Education (NPE) in 1986
• Teacher education is a continuous
process and its pre-service and in
service components are inseparable
• The National Policy of Education
(NPE), in 1986 and its Programme of
Action made a strong case for
improving the quality of teacher
education because it was the
prerequisite to improve the quality of
school education
• The NPE (1986) linked inservice and
pre-service teacher education on a
continuum; it visualised the
establishment of District Institutes of
Education and Training (DIETs) in
each district, upgradation of 250
colleges of education as Colleges of
Teacher Education (CTEs), and
establishment of 50 Institutes of
Advanced Studies in Education
(IASEs), and strengthening of the
State Councils of Educational
The Acharya Ramamurti Committee (1990)
• In its review of the NPE 1986
observed that an internship model for
teacher training should be adopted
because “…the internship model is
firmly based on the primary value of
actual field experience in a realistic
situation, on the development of
teaching skills by practice over a
period of time”
• The Acharya Ramamurthi Review
Committee (1990) recommended that
inservice and refresher courses
should be related to the specific
needs of teachers, and that
evaluation and follow-up should be
part of the scheme
Yashpal Committee (1993)
• Inadequate programme of teacher
preparation leads to unsatisfactory
quality of learning in school
• Therefore, the B.Ed. programme
should offer the possibility of
specialization in secondary or
elementary or nursery education
• The duration of the programme
should either be one year after
graduation or four years after higher
secondary
• The contents of the programme
should be restructured to ensure its
relevance to the changing need of
school education

• The emphasis in these programmes

should be on enabling the trainees to
acquire the ability for self-learning
and independent thinking
•
• By the year 1998-99 there were 45
District Institutes of Education and
Training (DIETS), 76 Colleges of
Teacher Education (CTEs) and 34
Institutes of Advanced Studies in
Education (IASES)
• The statutory NCTE further came out
with a Curriculum Framework (1998)
to provide guidelines in respect of the
content and methodology of teacher
education
• As a result of this, many universities
and state governments revised the
courses of teacher education

• The statutory NCTE further came out

with a Curriculum Framework (1998)
to provide guidelines in respect of the
content and methodology of teacher
education. As a result of this, many
universities and state governments
revised the courses of teacher
education
The National Curriculum Framework
(NCF) 2005
• Peace education as an area of study
is recommended for inclusion in the
curriculum for teacher education

• Teacher education, radical steps are

required to reverse the recent trend
towards the dilution of professional
norms as recommended by the
Chattopadhyaya Commission (1983-85)
• Pre-service training programmes need
to be more comprehensive and
lengthy, incorporating sufficient
opportunities for observation of
children and integration of pedagogic
theory with practice through school
internship
• Subject area, consisting of health
education, physical education and
yoga, must be suitably integrated into
the elementary and secondary pre-
service teacher education courses
• Teacher education programmes
should consider introducing peace
education as an optional subject of
study
• Teacher education programmes
should consider introducing peace
education as an optional subject of
study
• Teacher education must become more
sensitive to the emerging demands
from the school system
 National Knowledge Commission (2007)

• Has made considerable progress in

school education since independence
with reference to overall literacy,
infrastructure and universal access
and enrolment in schools
National Curriculum Framework for
Teacher Education (NCFTE) 2010
• Highlighted that the education and
training of a prospective teacher will
be effective to the extent that it has
been delivered by teacher educators
who are competent and professionally
equipped for the job
• To improve the quality of teacher
education program, the National
Council for Teacher Education (NCTE)
took up a number of initiatives during
the last decade
• It joined hands with the National
Assessment and Accreditation
Council (NAAC) to foster quality
assurance and sustenance
• The Right of Children to Free and
Compulsory Education (RTE) Act,
2009, which became operational from
1st April, 2010, has important
implications for teacher education in
the country
• To enhance quality of school
education Teacher Eligibility Test
(TET) for Teachers and Principal
Eligibility Test (PET) are conducted at
both level at state and at central level
• For teacher education UGC conducts
National Eligibility Test (NET) at
national level and State Level
Eligibility Test (SLET/SET) at state
level
Conclusion
• Teaching is a highly professional
activity which demands specialized
knowledge, skill and behaviour
• Teacher professionalism comprises
competence, performance and
behaviour which reflect on teacher‟s
personality in school and society
• Professional competence is fundamental in
teaching profession which includes
preparation of teacher for classroom
processes, acquisition of knowledge of
subject and facilitates personality
development of children.
• Competencies of an ef-fective teacher
include interpersonal communication,
pedagogical empowerment and
organizational leadership
• Professional competence results in
performance of teacher in terms of
overall development of children
• The competent teacher is supposed
to perform better in the interest of the
children and society as well
•
• It has been aptly remarked, “If you
educate a boy, you educate one
individual but if you educate a girl,
you educate the whole family and if
you educate a teacher, you educate
the whole family and if you educate a
teacher, you educate the whole
community”
• Teacher education is not teaching the
teachers how to teach
•
• It is to kindle his initiative, to keep it
alive, to minimize the evils of the “hit
and miss” process and to save time,
energy, money and trouble of the
teacher and taught
• Teacher education is needed for
developing a purpose and for formation of a
positive attitude for the profession
• The success of the educational process
depends to a rigid extent on the
characteristics and ability of the teacher
who is the corner stone of the arch of
education
• At present teachers are not the mere
transmitters of information but
facilitators in the path of students
urge for more knowledge
• The existing teacher training
institutions of the state has yet lot to
do for teachers in order to articulate
innovations in terms of approach,
pedagogy for qualitative improvement
of school education so that they can
response to the various demands of
the student community
 Thank you
END OF UNIT THREE
UNIT II: OBJECTIVES OF SECONDARY
TEACHER EDUCATION

Secondary Teacher Education: Objectives, scope,

pre-service and in-service teacher education –
Structure of secondary teacher education – Salient
features of secondary teacher education: Relevance,
flexibility, integration and interdisciplinary.
Teacher Education
Teacher education refers to the policies
and procedures designed to equip
prospective teachers with the
knowledge, attitudes, behaviors and
skills they require to perform their tasks
effectively in the classrooms, schools
and wider community
Definition
• Teacher education encompasses
teaching skills, sound pedagogical theory
and professional skills

(W.H.Kilpatrick)
Teaching skills

pedagogical Teacher
skills
education

professional
skills
 OBJECTIVES OF TEACHER
EDUCATION
• Imparting an adequate knowledge of the
subject matter
• Equipping the prospective teachers with
necessary pedagogic skills
• Enabling the teacher to acquire
understanding of child psychology
• Developing proper attitudes towards teaching
Nature of teacher education
• Teacher education is a continuous process
• Teachers education is broad and
comprehensive
• It is ever-evolving and dynamic
• The crux of the entire process of teacher
education lies in its curriculum, design,
structure, organization and transaction
modes
Cont….
• Developing self-confidence in the
teachers

• Enabling teachers to make proper

use of instructional facilities
 Salient Features of
Secondary Education
• Relevance

• Flexibility

• Integration

• Interdisciplinary

• Interpersonal relationship
Relevance
¯ñ¨Áò ¾ý¨Á
• Child’s health

• Social development

• Awareness development

• Emotional development

• Children’s mental health

Flexibility
¦¿¸¢úóÐ ¦¸¡ÎìÌõ ¾ý¨Á
• The thoughts of curriculum should be
designed according to the change of
time and students stage

• The contents of the curriculum should

not be tuff and it should be easy
Integration ´Õí¸¢¨½ò¾ø
• Develop national unity and solidarity

• Teamwork

• Communication

• story telling
 Interdisciplinary
¯ûÇ¡÷ó¾ ´Øì¸í¸û
• Students should respect their parents
• We should speak truth
• We should help to our senior citizens
• We should keep our surroundings clean
• We should follow punctuality
• We should avoid making trouble to others
• We should follow cleanliness
Interpersonal relationship
À¢ÈÕ¼ý ¦¾¡¼÷Ò ¦¸¡ûÙ¾ø

• Empathy (ÁüÈÅ÷¸û ¿¢¨Ä¢ĢÕóÐ

Ò¡¢óÐ ¦¸¡ûÙ¾ø)
Thank you
Beautiful Pictures
are developed from
negatives in a dark
room. So if you see
darkness in your
life, be reassured
that a beautiful
picture is being
prepared